Cancionero ingles

Cancionero en inglés para niños
DOCUMENTO DE TRABAJO
Versión Preliminar
Educación Primaria
Subsecretaría de Educación
Dirección Provincial de Educación Primaria
Dirección de Gestión Curricular

Cancionero en inglés para niños - Educación Primaria, DGCyE
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Cancionero en inglés para niños1
El uso de canciones en la clase de Lengua Extranjera en el Nivel Primario
tiene una relevancia tanto lingüístico-didáctica como también cultural y estética. En
esta ocasión, se seleccionaron canciones que han permanecido en el tiempo y ofrecen
a los alumnos un encuentro con el inglés que enriquece sus emociones y dispara sus
fantasías y creatividad.
Se prestó especial atención a la calidad de la ejecución, la armonización y el
arreglo musical. Como se trata de canciones tradicionales2
, folclóricas y de autor, que
no fueron pensadas para ser utilizadas en la escuela, es importante recordar que la
poesía no alude más que a sí misma y permite a los niños un encuentro estético con el
inglés.
Algunas razones que justifican el uso de un cancionero tradicional en la
enseñanza del inglés son:
A. Desde una perspectiva cultural
Las canciones revelan rasgos no sólo específicos de los pueblos que las
crearon sino también comunes a otras culturas. Lo diferente y lo común en el
encuentro con el/los otro/s.
Los tópicos de estas canciones tradicionales están íntimamente relacionados
con aspectos culturales y sociales de las comunidades de donde surgieron. Por
ejemplo, las canciones del centro de los Estados Unidos incluyen animales de
la granja, granjeros, vaqueros, animales salvajes, que dan cuenta de la vida en
el campo. Las canciones inglesas y escocesas suelen introducir tópicos
marítimos y de la nostalgia de los marineros por estar lejos de sus mujeres
amadas. Describen también la vida cotidiana en pueblos cuya vida y
costumbres están muy condicionadas por el mar.
1
Equipo de especialistas autores del material: Griselda Beacon, Melina Porto, Lucila Gassó y
Florencia Perduca.
2
El cancionero tradicional carece de autor cierto, no se sabe dónde tuvo su origen y se
transmite oralmente con múltiples variantes.

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Asimismo, algunas canciones dramatizan situaciones de la vida cotidiana y
expresan sentimientos y actitudes con las cuales los alumnos se pueden
identificar fácilmente.
Muchas de las canciones cuentan historias que versan alrededor de personajes
populares de una región determinada, un episodio histórico que ha modificado
el curso de un pueblo, etcétera. Realizar actividades que se adentren en estos
relatos permite llevar adelante proyectos interculturales en los que los niños
recopilan canciones propias con los personajes populares de su contexto o
historias locales. Así, los niños van relacionando las distintas culturas en
actividades que favorecen el diálogo intercultural. Por ejemplo, la canción
irlandesa Cockles and Mussels cuenta la historia de Molly Malone, una joven
vendedora de pescado en las calles de Dublín en el siglo XVII, cuya vida
cotidiana y costumbres están condicionadas por el mar. Describe una escena
característica de una ciudad marítima -la venta de mariscos frescos- y se ha
convertido en una especie de himno alusivo a la ciudad de Dublín y a las
familias de pescadores, profesión muy representativa del lugar.
B. Desde una perspectiva didáctico-lingüística
Las canciones proveen variedad a la clase.
Permiten “ensayar” el uso de la lengua como un paso previo a usarla
espontáneamente, ya que se practican expresiones idiomáticas, la
pronunciación y la entonación.
Permiten “jugar” con los sonidos y la naturaleza rítmica del idioma inglés.
Algunas canciones juegan con el sinsentido, con juegos de palabras o de
sonidos dando espacio a los alumnos para experimentar con el inglés desde
una perspectiva lúdica.
Presentan vocabulario y expresiones en contexto.
Son motivadoras: cantar es divertido y los alumnos se entusiasman con el
inglés a partir de actividades que crean una atmósfera de trabajo distendida.

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La variedad de ritmos es otro elemento motivador y permite desarrollar la
sensibilidad estética en los niños.
Es una actividad grupal. Todos participan en el acto de cantar y el resultado
revela el compromiso del grupo con la actividad propuesta. Hay canciones que
pueden cantarse en forma antifonal donde los niños tienen que
responsabilizarse por una parte de la canción, lo que los lleva a asumir un
papel protagónico en la actividad propuesta. Esto favorece la construcción de
una sensación de logro y sentido de pertenencia al grupo.
Se relaciona con el movimiento. Los niños, en particular los más pequeños,
disfrutan marcando el ritmo con su propio cuerpo y dramatizando algunas
escenas de las letras. Esta respuesta física (que se enmarca en el enfoque de
Respuesta Física Total) es otra instancia que favorece la memorización y el
aprendizaje.
Proveen un espacio de práctica que facilita la memorización de vocabulario,
expresiones idiomáticas y estructuras gramaticales.
Las canciones son textos cortos, repetitivos, rítmicos y con características
dialógicas de fácil memorización.
Cancionero en inglés para los alumnos del Nivel Primario
1. Ten little Indians
2. Baa, baa, black sheep
3. Old Macdonald had a farm
4. How much is that doggie in the window?
5. London´s burning
6. My bonnie lies over the ocean
7. There´s a hole in my bucket
8. Twinkle, twinkle little star
9. Happy birthday
10. I´m a little tea-pot

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11. Hickory, dickory dock
12. Mary had a little lamb
13. Oh, where, oh, where has my little dog gone?
14. Yankee Doodle
15. Five green bottles standing on a wall
16. Cockles and mussels
17. Go tell Aunt Rhodie
18. Frére Jacques / Are you sleeping?
19. The farmer in the dell
20. This little pig went to market
21. Incy wincy spider
22. Lavender´s blue
23. She´ll be coming round the mountains
24. Six in a bed
25. There´s a yellow rose in Texas
Letras de las canciones
1. One little, two little,
Three little Indians.
Four little, five little,
Six little Indians.
Seven little, eight little,
Nine little Indians,
Ten little Indian boys.
Ten little, nine little,
Eight little Indians.
Seven little, six little,
five little Indians.
Four little, three little,
Two little Indians,
One little Indian boy.
One little Indian boy.

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2. Baa, baa, black sheep,
Have you any wool?
Yes sir, yes sir,
Three bags full.
One for the master,
One for the dame,
And one for the little boy
Who lives down the lane.
3. Old Macdonald had a farm, E-I-E-I-O
And on that farm he had some cows, E-I-E-I-O
With a "moo-moo" here and a "moo-moo" there
Here a "moo" there a "moo"
Everywhere a "moo-moo"
Old Macdonald had a farm, E-I-E-I-O
And on that farm he had some chicken, E-I-E-I-O
With a “cluck-cluck” here and a “cluck-cluck” there
Here a “cluck” there a “cluck”
Everywhere a “cluck-cluck”
And on that farm he had some sheep, E-I-E-I-O
With a "baa-baa" here and a "baa-baa" there
Here a "baa" there a "baa"
Everywhere a "baa-baa"

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And on that farm he had some pigs, E-I-E-I-O
With an “oink-oink” here and an “oink-oink” there
Here an “oink”, there an “oink”,
Everywhere an “oink-oink”
And on that farm he had some ducks, E-I-E-I-O
With a "quack-quack" here and a "quack-quack" there
Here a "quack" there a "quack"
Everywhere a "quack-quack"
Old Macdonald had a farm, E-I-E-I-O.

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4. How much is that doggie in the window? (arf! arf!)
The one with the wagg’ly tail.
How much is that doggie in the window? (arf! arf!)
I wonder if he is for sale.
5. London’s burning,
London’s burning.
Fetch the engines,
Fetch the engines;
Fire, fire!
Fire, fire!
Pour on water
Pour on water
6. My Bonnie lies over the ocean,
My Bonnie lies over the sea.
My Bonnie lies over the ocean,
So bring back my Bonnie to me.
Bring back, bring back,
Oh, bring back my Bonnie to me, to me.
Bring back, Bring back,
Oh, bring back my Bonnie to me.
7. There's a hole in my bucket
Dear Liza, dear Liza.
There's a hole in my bucket,
Dear Liza, a hole.
Then fix it, dear Henry,
Dear Henry, dear Henry.

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Dear Henry, fix it.
With what shall I fix it,
Dear Liza, dear Liza?
Dear Liza, with what?
With straw, dear Henry,
Dear Henry, with straw.
But the straw is too long,
Dear Liza, too long.
Then cut it, dear Henry,
Dear Henry, cut it.
But the knife is too blunt,
Dear Liza, too blunt.
Then sharpen it, dear Henry,
Dear Henry, sharpen it!
But the stone is too dry,
Dear Liza, too dry.

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Then wet it, dear Henry,
Dear Henry, wet it.
There’s a hole in my bucket,
Dear Liza, a hole.
8. Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle, little star,
How I wonder what you are!
Twinkle, twinkle, little bat.
Up above the world so high
Like a tea-tray in the sky.
Twinkle, twinkle, little bat
How I wonder what you´re at!
9. Happy birthday to you,
Happy birthday to you,
Happy birthday, happy birthday,
Happy birthday to you!
10. I'm a little teapot, short and stout.
Here is my handle [one hand on hip], here is my spout [other arm out straight]
When I get all steamed up, hear me shout.
Just tip me over and pour me out!
[As song ends, lean over and tip arm out like a spout.]

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I'm a special teapot, yes it's true.
Here let me show you what I can do.
I can change my handle and my spout [switch arm positions and repeat tipping
motion]
Just tip me over and pour me out
11. Hickory, dickory, dock!
The mouse ran up the clock;
The clock struck one,
The mouse ran down,
Hickory, dickory, dock!
The mouse ran up the clock;
The mouse ran down,
Hickory, dickory,
Hickory, dickory,
Hickory, dickory, dock
12. Mary had a little lamb,
Little lamb, little lamb,
Mary had a little lamb,
Its fleece was white as snow
And everywhere that Mary went,
Mary went, Mary went,
And everywhere that Mary went
The lamb was sure to go.
It followed her to school one day
School one day, school one day
Which was against the rules.

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It made the children laugh and play,
Laugh and play, laugh and play,
It made the children laugh and play
To see a lamb at school.
13. Oh, where, oh, where has my little dog gone?
Oh, where, oh, where can he be?
With his ears so short and his tail so long,
Oh, where, oh, where is he?
14. Yankee Doodle went to town
Riding on a pony
Stuck a feather in his hat
And called it macaroni.
Yankee Doodle, keep it up
Yankee Doodle dandy
Mind the music and the step
And with the girls be handy
15. Five green bottles hanging on the wall
Five green bottles hanging on the wall.
And if one green bottle should accident’ly fall,
There'll be four green bottles hanging on the wall.
Then:
Four green bottles........
Three green bottles............
Two green bottles..................
One green bottle hanging on the wall.
One green bottle hanging on the wall.
And if one green bottle should accident’ly fall,
There’ll be no green bottles hanging on the wall.

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16. In Dublin's fair city
Where girls are so pretty
'Twas there I first met with
Sweet Molly Malone.
She drove a wheelbarrow
Through streets broad and narrow
Crying, "Cockles and mussels,
Alive, alive-o"
Alive, alive-o
Alive, alive-o
Alive, alive-o"
She was a fishmonger
And that was no wonder,
Her father and mother
Were fishmongers, too.
They drove wheelbarrows
Alive, alive-o"
Alive, alive-o
Alive, alive-o
Alive, alive-o"
She died of the fever
And nothing could save her
And that was the end of
Poor Molly Malone
But her ghost drives her barrow

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Alive, alive-o"
Alive, alive-o
Alive, alive-o
Alive, alive-o"
17. Go tell Aunt Rhodie,
Go tell Aunt Rhodie,
Go tell Aunt Rhodie
Her old gray goose is dead.
The one she's been saving,
The one she's been saving,
The one she's been saving
To start her feather bed.
She died last Friday,
She died last Friday,
She died last Friday
A-standing on her head.
The goslings are weeping,
Because their mother's dead.
The gander is mourning,
Because his wife is dead.
18. Frère Jacques, Frère Jacques,
Dormez vous? Dormez vous?
Sonnez les matines, Sonnez les matines

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Ding Ding Dong, Ding Ding Dong
Are you sleeping, are you sleeping?
Brother John, Brother John?
Morning bells are ringing,
Morning bells are ringing
Ding, Ding Dong, Ding, Ding Dong
19. The farmer in the dell,
The farmer in the dell,
Hi-ho, the derry-o,
The farmer in the dell.
The farmer takes a wife,
The farmer takes a wife,
Hi-ho, the derry-o,
The farmer takes a wife.
The wife takes a child
The wife takes a child
Hi-ho, the derry-o
The wife takes a child.
The child takes a nurse
The child takes a nurse
Hi-ho, the derry-o
The child takes a nurse.
The nurse takes a dog
The nurse takes a dog
Hi-ho, the derry-o
The nurse takes a dog.
The dog takes a cat
The dog takes a cat
Hi-ho, the derry-o
The dog takes a cat.

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The cat takes a rat
The cat takes a rat
Hi-ho, the derry-o
The cat takes a rat.
The rat takes the cheese
The rat takes the cheese
Hi-ho, the derry-o
The rat takes the cheese.
The cheese stands alone
The cheese stands alone
Hi-ho, the derry-o
The cheese stands alone.
20. This little pig went to market,
This little piggy stayed home,
This little piggy had roast beef,
This little piggy had none,
This little piggy cried "wee, wee, wee"
All the way home.
21. Incy-wincy spider
Went up the water spout
Down came the rain
And washed the spider out
Out came the sunshine
And dried up all the rain
And the incy-wincy spider
Went up the spout again.
22. Lavender’s blue, dilly, dilly
Lavender’s green.

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When I am king, dilly, dilly
You shall be queen.
23. She'll be coming round the mountain when she comes,
She'll be coming round the mountain when she comes,
She'll be coming round the mountain, coming round the mountain,
Coming round the mountain when she comes.
She'll be driving six white horses when she comes,
She'll be driving six white horses when she comes,
She'll be driving six white horses, driving six white horses,
Driving six white horses when she comes.
We'll be shouting alleluia when she comes,
Oh, we'll be shouting alleluia when she comes,
We'll be shouting alleluia, shouting alleluia,
Shouting alleluia when she comes.
Singing I-I-YUPY-YUPY-I,
Singing I-I-YUPY-YUPY-I,
Singing I-I-YUPY, I-I-YUPY,
I-I-YUPY-YUPY-I.
24. There were ten in a bed and the little one said,
“Roll over! Roll over!”
So they all rolled over and one fell out.
2. There were nine in a bed . . .
3. There were eight in a bed . . .
4. There were seven in a bed . . .)
5. There were six in a bed . . .
6. There were five in a bed . . .
7. There were four in a bed . . .
8. There were three in a bed . . .
9. There were two in a bed . . .

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10. There was one in a bed and the little one said,
“I’ve got it all to myself!”
25. There's a yellow rose in Texas
I’m going on to see,
She wants no other fellow,
Nobody, only me.
Oh, she cried so when I left her,
That it nearly broke her heart,
And I hope that way we meet again
We never mosh apart.
She's the sweetest little lady
A fellow ever knew,
Her eyes are bright as diamonds,
They sparkle like the dew.
You may talk about your dearest girls
and sing of Rosa Lee,
But the Yellow Rose of Texas
Beats the belles of Tennessee.
Down beside the Rio Grande,
The stars were shining bright,
She walked along to desert
On the quiet summer night:
I hope that she remembers,
How we parted long ago,
I’ll keep my promise to return
And never let her go.

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Actividades sugeridas para trabajar con canciones infantiles en
la clase de inglés
A continuación se ofrece una variedad de posibles actividades para realizar con los
alumnos al trabajar con canciones en la clase de inglés.
Algunas consideraciones:
Estas actividades están organizadas en tres grandes ejes: actividades de
preparación, centrales y de cierre. Al combinarlas se logra llevar adelante una
secuencia didáctica que tiene un principio, un desarrollo y un final.
La variedad de actividades propuestas ofrece a los docentes la posibilidad de
elegir entre ellas de acuerdo a las características de su grupo de alumnos, sin
necesidad de tener que realizar todas. Esto no excluye que los docentes sólo
trabajen con algunas canciones a partir del placer de cantarlas sin explorar en
profundidad sobre los aspectos lingüísticos y culturales que aquí se
desarrollan. Del mismo modo, los docentes puede diseñar sus propias
actividades con las canciones tomando las aquí sugeridas como modelo.
Se incluye material fotocopiable (en forma de apéndice) sobre cada una de las
canciones con las actividades que los alumnos realizan mientras las escuchan.
Activities for Song Nº 1: “Ten Little Indians”
Pre-listening activities
This song has been mainly used to learn, practise and recycle cardinal numbers and/or
to learn and practise challenging phonetic clusters such as [tl] in its combination with
vowel [i], which is not familiar to the speaker of Spanish. However, it has been rarely
used to explore the way of life of native communities in the United States, to get better
acquainted with them or to reflect on stereotypes and politically (in)correct ways of
naming people. We propose making the most of the potential of this song to work with
the integration of language and culture in the classroom.

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1. You can show your students pictures of “Indians”; that is to say, pictures of “Native
Americans”, as they are referred to in this anonymous American nursery rhyme. You
may choose to tell your students that today the term “Native American” is considered a
more politically correct term. However, many Native Americans still refer to themselves
as “Indians”. As you show the pictures ask students how much they know about
“Indians” and their way of life (you may ask your students about: where these
communities live, what animals they live with; what their “houses” are like, what they
eat, what types of clothes they wear; what their family structures are like, what utensils
they use, etc). You may draw a chart on the board and complete it or draw a mind map
with your students' comments.
This activity can be useful to work with stereotypes, analyse them and even challenge
them.
2. Discuss with your students the following items of vocabulary, which are related to
the way of life of these communities. You may add them to the chart on the board used
for activity 1.
Cacique (or chief) – tent – tepee (or tipi) - fur –arrow –bow –feathers –feather
headdresses- horses –moccasins –bandolier bag -tribe –vest –breechcloth –mittens
and gloves –bison –buffalo –plains- camp
You may choose to categorise the words in the box above and fill out the following
chart (this could be done on the board or on a poster):
People Clothes Tools &
Utensils
Animals Places and homes
-Cacique
(or chief)
-Tribe
-Fur
-Feathers
-Feather headderss
-Moccasins
-Vest
-Breechcloth
(“taparrabos”)
-Mittens and gloves
-Arrow
-Bow
-Horses (used for
transportation)
-Bisons (used for
food and clothing)
-Buffaloes (used
for food and
clothing)
-The plains (areas
chosen to start a
camp)
-Camp (group of
tipis)
-Tent
-Tepee (or tipi, or
“triangular tent”)

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3. If you have access to computers at school you may surf this site with your students:
http://www.nhusd.k12.ca.us/ALVE/NativeAmerhome.html/Cheyenne/cheyenne.html
It not only provides information and illustrations about all the items and categories in
the box above but it also shows maps, different communities and narrates interesting
stories.
4. Ask students to work in groups on a poster about the “Native American way of life”.
They will choose at least five items from the chart. All posters may be pinned to the
classroom’s billboard. To recycle new vocabulary learnt, teacher and students may
describe the elements on each poster, or choose to write down the name of each item
on the posters; alternatively, they may stick small bits of paper with the names of the
items on the posters.
Encourage reflection on stereotypes:
What does the “Native American way of life” involve for this group of students?
Would other students, friends, teachers, etc. describe the “Native American way
of life” differently? How?
What would a Native American think of your description?
How would a Native American describe his/her own “Native American way of
life”?
Is it possible to talk about the way of life of another people, or cultural group, or
society, or…?
5. Ask students how much they know about stories or films about native communities
(Walt Disney has recently released a new version of Pocahontas).
While-listening activities
(See appendix below for photocopiable suggested song layout)
1. Listen to the first part of song and ask students to fill in the blanks with the missing
numbers. If your students are learning them, have them draw the numbers from a box:
nine six three five two one eight four seven ten

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_____little, _____little,
________little Indians.
________little, ______ little,
__________little Indians.
__________little, _________ little,
__________ little Indians,
_________little Indian boys.
2. Ask students to listen to the second part of song a few times and to write down the
jumbled numbers in the blank spaces.
ent ________ little, enin ________ little,
igeht __________ little Indians.
evens _________ little, isx__________ little,
ivef ____________little Indians.
ourf___________ little, ethre_________ little,
wot_______ little Indians,
noe_________ little Indian boy.
neo___________ little Indian boy.
3. Play the song one more time and have all the class sing the song out loud. You may
also divide the class into two and have each group take it in turns to sing the two
stanzas of the song.
4. You can also prepare flash cards with the cardinal numbers and distribute them
among your students. Ask them to sit in a circle. As they listen to the first part of the
song each student stands up as they listen to their own number. In the second part of
the song they sit down again as they listen to their number. Alternatively, you can do
the same but instead of having students stand up and sit down you may let them
choose what to do (a certain action, a certain move or dance).
After-listening activities
1. Students can creatively design their own “little Indian” puppets. Then they can get
together into groups of ten and sing the song while students come to the centre of the
circle with their puppets to perform the number sung. Alternatively, they can replace the

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puppets with other people, animals or objects. This activity could also be done with
objects students might bring to the class every day (books, pencils, bags, etc) or items
they bring especially for the class (a certain toy, teddy bear, etc).
2. If you have worked with native communities in United States in the pre-listening
activities, you can now recycle vocabulary and write down a small summary on the
board together with the whole class about “the Native American way of life”. You may
ask students to copy it in their books and to illustrate it.
3. You can now ask your students how much they know about native communities in
our country. It is interesting to make a point about how they tend to dislike being called
“Indians” and to discuss which terms are preferred. You can divide the class into
groups and ask them to do research about native communities in Argentina and their
way of life. Something very valuable as well would be to ask all students in your class
who come from native communities to talk about the family’s way of life and/or stories
about them.
4. You can help students from different native communities talk about themselves in
front of the whole class. Then teacher and students can compare and contrast them
focusing both on differences and commonalities.
5. If you want to recycle or continue practising the cardinal numbers, you can refer to
song fifteen in the songbook, “Five Green Bottles Standing on the Wall” (or its
lengthened version, “Ten Green Bottles Standing on a Wall”.
Activities for Song Nº 2:“Baa, baa, black sheep”
You may choose to work this song in tandem with (or after) “Twinkle, twinkle, little star”
since both nursery rhymes share the same melody (notice that the original “alphabet
song” is also sung to the same tune). After “baa, baa, black sheep”, you can work with
the song “Mary had a little lamb”, since students will associate the lamb with the sheep
and the ways of life in farmhouses. Also after this song, which introduces the
onomatopoeic word “baa”, you can work with “Old Macdonald had a farm” since it
explores the sounds or noises made by animals through onomatopoeic words.

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1. An important issue raised by the onomatopoeic words in both “baa, baa, black
sheep” and “Old Macdonald had a farm”, and very valuable to discuss with your
students, is to what extent the first contacts with language or the first grasps of it for a
small child involve imitating the sounds or noises made by animals. You can say out
loud the names of different animals (sheep, cow, chicken, hen, pig, duck, dog, cat) and
have your students imitate their noises or sounds. As they utter the sounds, write them
down in a chart on the board next to the name of the animal. Have students copy the
names of the animals and their sounds in Spanish in their books since they will be
using the activity again when you work with the song “Old Macdonald had a farm”.
Animal Sounds in Spanish Sounds in English
2. a) Draw students’ attention to the sounds of the sheep in Spanish, “bee”, “bee” and
the sounds of the sheep in English as presented in the title of the song “baa”, “baa”.
This is a good opportunity to raise students’ awareness about the relativity of the
linguistic sign, that is to say, how words are culture specific and how the ways in which
people speak reflect a certain perception of reality, which is influenced by their own
cultural schemas.
b) You may choose to continue reflecting on language as a system of cultural
representation, that is to say, how words signal the ways in which cultures perceive
and frame the world and/or give different meanings to the same words. You can play
the game “the word and the world” and reflect on how words change from culture to
culture, onomatopoeic sounds change from culture to culture and even the meaning of
colour changes from culture to culture.
3. Tell your students that they will listen to a song about a sheep. Ask them how much
they know about sheep (what they are like, where they live, what they eat, what they
are useful to human beings for, what is nice/ugly/etc. about them, etc).
4. Students may work in groups, or the whole class together with the teacher,
imagining they are a sheep. They should make sure they truly empathise with the

25
sheep and sound like it: How does the sheep see the world around it? What does it do
every day? What does it like and hate? What or who does it fear? What are its friends
in the farm like? What problems may it have? What does it enjoy doing in its free time?
1. Students listen to the first stanza and put the jumbled words in each line in order in
the lines below.
black sheep, baa, baa
_______________
any wool have you?
_______________
sir, yes, yes sir,
____________
full three bags.
____________
2. Discuss with your students how many voices we hear in this first stanza. Ask
students to identify the voices and to colour them differently. Then you may discuss
who these voices belong to, what type of relation there is between them, etc.
3. Discuss with the whole class what “the sir” and the “sheep” may do with the “full
bags of wool”. Write down all the choices on the board and tell students to listen to the
second stanza of the song to see which of the options on the board is the closest.
4. As students listen to stanza two a couple of times to do the task in activity 3, they put
the jumbled lines in the order in which they hear them. Also discuss with them whose
voice we hear in this stanza.
__Who lives down the lane.
__One for the master,
__One for the dame,
__And one for the little boy

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5. Discuss with students what the master, the dame and the little boy may use the wool
for. Tell students to vote for one of the three characters. Once the class has decided on
one, help them write down the personal diary of the character.
6. Read the following utterances out loud and have students decide who says them,
the master, the dame or the little boy. Students may also write other utterances and
have their mates guess.
a) “The sheep is my friend”
b) “I have many sheep in my farm”
c) “I am as little as a lamb”
d) “The sheep is a very pretty animal and its wool is soft”
1. Ask students to read the song silently and to choose one line to illustrate. Then each
student shows their drawing and the rest guess what line was illustrated.
2. Have students invent other songs with other animals changing the title of the song,
the sound of the animal and any key words in the song. For example:
“Moo-moo, brown cow”/have you any milk?/ yes, sir, yes, sir/ three jars full”, etc.
Students can do this in groups independently or the whole class guided by the teacher.
Activities for Song Nº 3: “Old Macdonald had a farm”
It is recommendable to work with the song “Baa, baa, black sheep” before listening to
this one.
1. Tell students that you will work with a song that explores life in a farm. Discuss with
them which animals live on a farm. Have them name them out loud and fill out a chart
on the board on “the animal kingdom”. Once you finish completing the line on “farm

27
animals”, you may discuss other categories, such as the ones in the chart below or any
others you may find useful.
Farm animals Jungle animals Rainforest
animals
Domestic
animals
Sea animals
2. Ask students to look at the animals in the “farm animals” table. Tell them to
individually rank them from the most to the least favourite. Then have the whole class
vote for their three favourite animals. Help them write small descriptions for each
animal focusing on what these animals are like; what they eat; what they are useful for;
what they do every day, etc.
3. If you have worked on the pre-listening activities on the song, ask your students to
look for the chart comparing the sounds of animals in Spanish and in English and to
continue filling it out as they listen to this song. By now, they should have filled out all
the animal sounds in Spanish and the sound “baa” for sheep in English.
4. Ask students to listen to the whole song and to fill out the sounds in English for the
rest of the animals: the cow, the duck, the chicken, the pig. This activity will be of help
to further reflect on the relativity of the linguistic sign and the relationship between the
word and the world.
1. Students listen to stanza 1 and put each of the jumbled lines in the right order as
they hear them.
__Everywhere a "moo-moo"

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__With a "moo-moo" here and a "moo-moo" there
__Old Macdonald had a farm, E-I-E-I-O
__And on that farm he had some cows, E-I-E-I-O
__Here a "moo" there a "moo"
2. If students have already chosen the cow to be described in the pre-listening
activities, recycle everything they said, this time orally. If they haven’t, help them write a
paragraph on the cow and its way of life.
3. Students listen to stanza two and they put the underlined words in the right order.
Old Macdonald a farm had, E-I-E-I-O
And on that farm he some chicken had, E-I-E-I-O
With a “cluck-cluck” here and a there “cluck-cluck”
a “cluck-cluck” everywhere
With a "moo-moo" here and a there "moo-moo"
4. Stanza two talks about cows and chickens. Divide the class into two. One side will
be the cows and the other, the chicken. Help both sides write a dialogue between the
two animals. As they contribute with ideas write them down on the board. Focus on
how chickens and cows see the world (the farm) through different eyes, the different
problems, needs, likes, etc, they may have. Also focus on what these animals may
have in common and how they may help each other.
5. Tell students to listen to stanza three and to fill in the blanks.
Old ____________ had a farm, E-I-E-I-O
And on that _________ he had some sheep, E-I-E-I-O
With a "baa-baa" _______ and a "baa-baa" there
Here a "baa" _______ a "baa"
With a “cluck-cluck” _______ and a “cluck-cluck” there
Here a “________” there a “cluck”
Everywhere a “____________”

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With a "________" here and a "moo-moo" there
6. Stanza three introduces the sheep. Help students to compare and contrast the
sheep to the cow and the chicken. To which of the two is the sheep closer? Focus on
where they live and sleep, what they eat, how they feed and take care of their offspring,
what they do every day, etc. You may discuss this orally or fill out a chart on the board
together.
7. Tell students to listen to stanza four and to cross out the wrong word.
Old Macdonald had a farm/house, E-I-E-I-O
And on that farm he had some pigs/dogs, E-I-E-I-O
With an “oink-oink” here and an “oink-oink” there/here
Everywhere/nowhere an “oink-oink”
With a "baa-baa"/”oink-oink” here and a "baa-baa" there
Here a "baa" there a "baa"/”cluck”
With a “cluck-cluck”/”baa-baa” here and a “cluck-cluck” there
Everywhere a "moo-moo"/”cluck-cluck”
8. Ask students to imagine they are a pig. What would be the advantages and the
disadvantages of being a pig? If they were a pig, what would be their favourite place on
the farm? Their favourite activity? Their favourite food? Their favourite animal? Why?
9. Tell students to listen to stanza 5 and to sing it out loud!
And on that farm he had some ducks, E-I-E-I-O
With a "quack-quack" here and a "quack-quack" there
Here a "quack" there a "quack"

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Everywhere a "quack-quack"
Old Macdonald had a farm, E-I-E-I-O.
10. Stanza five introduces the duck. Ask students to which of the animals in the song
they relate the duck and explore why. You can also make the most of this opportunity
to work with all the animals in the song: the cow, the duck, the chicken, the sheep and
the pig telling your students to compare and contrast them.
11. You can distribute cards with the names of the animals among your students. Then
you can play the song a couple of times and have all students sing the song in a circle
while students come to the centre and dance as they hear the name of the animal in
their card.
1. You can redistribute the cards in the previous activity and tell students not to show
them to the rest. You can tell a couple of students to come to the front and have the
rest ask questions in order to find out which animal they are. Alternatively, or as a
supplement, other students can come to the front and mimic the animals they represent
so that the rest of the class guesses who they are.
2. Once the guessing game is over, you can choose a different group of students to
come to the front. This time the “animals” will be hot-seated; that is to say, they will say

31
who they are and students will ask them as many questions as they want about
anything, even the craziest or most secret things they can imagine.
3. Have students work in groups on very creative posters about “Life on the Farm”.
Each group should make sure that their drawings include Old Macdonald, the cow, the
sheep, the duck, the chicken, the pig, the farmhouse and anything else they would
want to include. You can also help each group write a short description of the animals
in the farm to place below the drawing.
Activities for Song Nº 4:
“How much is that doggie in the window?”
It is recommendable to work with the songs “Baa, baa, black sheep” and “Old
Macdonald had a farm” before listening to this one.
1. You can work with the chart on “the animal kingdom” that you used for the pre-
listening activities to the song “Old Macdonald had a farm”. This time you can review
and/or further explore “domestic animals” listing them out, discussing the sounds they
make, once again comparing sounds in Spanish and in English (for instance, dogs’
sounds are “arf-arf”” in English and “guau-guau” in Spanish), describing them, etc.
2. Ask students to talk about their own pets. Tell them to share with the rest of the class
which animals they have at home. Also ask them how they got their pets, if they were
given to them or they bought them, etc.
3. Tell students that they will listen to a song about a child who wants to buy a dog as a
pet. Discuss with your students what the advantages of having a dog are and why they
like dogs. Also ask them what kind of dogs they like, big dogs or small dogs, and which
breeds they like, basset-hounds, terriers, Yorkshires, etc.

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1. Listen to the song and tell students to put the lines in the order in which you hear
them (1-4).
__I wonder if he is for sale.
__How much is that doggie in the window? (arf! arf!)
__The one with the wagg’ly tail.
__How much is that doggie in the window? (arf! arf!)
2. Tell students to listen to the song another time and to circle the right word.
How much/little is that doggie in the window? (arf! arf/woof!)
The one with the wagg’ly tail/foot.
How much is that doggie in the window/house? (arf! arf!)
I wonder/ask if he is for sale.
3. Listen to the song one more time and tell students to fill in the blanks with the words
in the box.
window one doggie much tail arf
sale
How _____ is that ________ in the ________? (arf! arf!)
The _______ with the wagg’ly _______.
How much is that doggie in the window? (________! arf!)
I wonder if he is for ________.
1. Students can work in pairs/ groups or the whole class guided by the teacher. They
imagine that the dog is for sale. So what happens next? How may the song continue?
They may even write down a second stanza and sing it out loud!

33
2. Together with your students imagine that the dog is for sale and that the child and
parent go to the pet shop to buy it. Decide what happens and what they say. You may
write down a short dialogue and then different students can take it in turns to perform it.
3. Students can once again work in groups or all the class guided by the teacher on an
activity on point of view. Tell students to imagine the same song but from the
perspective of the dog in the window. What does the dog see? What does the dog feel
and think? Does the dog want to leave with the child?
This is a nice opportunity to encourage reflection on issues such as how people treat
animals in general in Argentina, street animals, animal care, animals’ rights,
mistreatment of animals, rights and responsibilities involved in having a pet, etc.
4. Students can also imagine that the child takes the dog home and then it gets lost.
How does the child feel? You can then work with the nursery rhyme “Oh, where has my
little dog gone?” in this songbook, which precisely explores this situation.
Activities for Song Number 5: “London’s burning”
1. Tell your students that this song is about the Great Fire of London which began in a
bakery in Pudding Lane one night in September 1666 and which devastated the east of
the city, thus destroying the original St Paul's Cathedral which was made out of wood.
However, unbelievably enough, the fire brought an unexpected good outcome: the fire
did almost wipe out the Plague which had ravaged the city at that time.
You can use some pictures of London and of St Paul’s Cathedral to conjure up the right
scenario for the song and also use a map o London to show them where Pudding Lane
is. You can also bring pictures of fire engines and fire brigades.
2. Ask students if they know or were told about any big fire in our country. Ask them
when it took place and how it was put out. You may make the most of this to pre-teach

34
phrases such as “pour on water” (used in the song), “put out the fire”, “call the fire
brigade”, “use fire engines” (which are referred to in the song as “engines”), etc.
Some students may notice the anachronism in the song; that it is supposed to be set in
1666 and yet it mentions “(fire) engines”, which seem not to have existed in London at
the time. What you can tell them is that the anachronism precisely shows that the song
must have been written later, since the first fire engine in London dates from the 1730s.
1. Ask students to listen to the song and to put the lines in order as they hear them (1-
8).
__Pour on water
__Fire, fire!
__Fetch the engines;
__London’s burning,
__Fetch the engines,
__London’s burning.
__Fire, fire!
__Pour on water
2. Have students listen to the song again and put the jumbled words in order in the
blank spaces next to them.
donLon_______ ‘s burning,
London’s bngurni _________.
efcht ________ the engines,
Fetch the ngesine _________;
Fire, efir______!
Fire, fire!
Pour on waert ___________
opur______ on water

35
3. Tell students that this nursery rhyme is generally sung in “rounds”; that is to say, in
“three or more unaccompanied voices or parts, each singing the same verse but
starting one after the other” so as to produce a joyous harmony. Invite students to sing
the song in rounds. To achieve this, divide the class into four groups (each group in
charge of one of the four stanzas in the song) and make sure that there are three
singers in each group so that they can sing each stanza in rounds, the same line one
after another. Students will certainly have fun!
1. Ask students if they can recall any nursery rhyme or any other song in Spanish
which is also traditionally sung in rounds. If many students know it, you can also try
singing it!
2. Many students may have recalled singing the song “London’s burning” in Spanish or
in French, which are typically taught in beginner’s courses. There are many versions in
Spanish and in French. Ask students to read the ones below and to discuss whether
these are the ones they know. Also tell them to assess the translations. Are they any
good? Can they be improved?

“Londres arde”
Londres arde, Londres arde,
Ir por coches, ir por coches
Fuego, fuego, fuego, fuego
Verter agua, verter agua,
Londres arde, Londres arde.
“Londres flambé”
Londres flambe, Londres flambe
Aux machines, aux machines
Au feu, au feu
Versez de l'eau, versez de l'eau.
Londres flambe, Londres flambe.
3. Tell students to work in groups and to write down their favourite Spanish or French
translation of the song and to illustrate it below.
Activities for Song Nª 6 : “My Bonnie lies over the ocean”
1. Tell students that "My Bonnie Lies over the Ocean" is a traditional Scottish folk song
which remains popular in Western culture. The song is supposed to explore the
feelings experienced by women left alone as their beloved were sailing. Ask students to
imagine how these women felt and what ideas crossed their minds as they were alone
thinking of their men. Write their ideas on the board.
2. Ask students to work in groups or have the whole class work together on what a
woman left alone at home may feel. They should imagine how much the woman wants
the man to come back home. If they had to write a short song of a few lines, what
would they say? As the song is finished, tell students to compare it with the song they
will listen to and to see which of the two is more emotional.

37
1. Tell students to listen to the first stanza of the song and to choose the right word.
My Bonnie lies/ties over the ocean,
My Bonnie lies over the sea/tea.
My Bonnie lies over/under the ocean,
So bring/ring back my Bonnie to me.
2. Have students listen to the first stanza again and fill in the blanks.
My Bonnie lies ______ the ocean,
My Bonnie lies over the _______.
My Bonnie lies over the ______,
So _______ back my Bonnie to me.
3. Ask students to read the whole stanza, or sing it out loud, and ask which line they
consider the most emotional. Then draw their attention to the fact that the most
emotional line, the last one, uses alliteration (the repetition of the initial consonant, in
this case “b”) to make an effect on the listener. Tell them how alliteration generally
appears in the most important lines of songs and poems since the poet wants that line
or those words to echo on the listener’s ears.
4. Tell students to listen to the second stanza of the song and to put the jumbled lines
in order (1-4).
__Bring back, bring back,
__Oh, bring back my Bonnie to me, to me.
__Bring back, Bring back,
__Oh, bring back my Bonnie to me.
5. Draw students’ attention to the use of alliteration in this stanza. How effective is it?
Why is there so much alliteration? What feeling stands out?
6. Tell students to listen to stanza two again and to put the words in each line in order
in the lines below.
back bring, back bring

38
____________________________
bring back to me, Oh to me my Bonnie
____________________________
bring bring back back
____________________________
bring back oh my Bonnie to me
____________________________
7. Tell students that the song “Bring back my Bonnie” is generally sung accompanied
by interactive movements, such as sitting down or standing up every time there is
alliteration, in this case, every time a word that begins with the letter "b" is sung. Have
the whole class listen to/sing the song and make the moves!
1. Get the whole class to imagine they are the woman. What does she write in her
diary? Once you write a diary entry all together, you can have students work in pairs or
groups writing how she feels on subsequent days.
2. After activity 1, students work on the woman’s letter to her beloved sailor. What does
she say? What does she tell him about her life? What plans has she got for his arrival?
3. Then the whole class can work on what the sailor answers. Alternatively, students
can do this in pairs or in groups.
4. Tell students that there are numerous variations and parodies of the song. Many of
these are a result of the song being sung often to children and being a common
campfire song for organizations such as the Boy Scouts. Ask them if they have ever
gone camping and whether they liked it. Also ask them about the songs that are
typically sung here in campfires. They may sing a few songs out loud. If many of them
sing the same songs, they may also compare their versions!
Activities for Song Nº 7: “There´s a hole in my bucket”

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1. Tell students that they are going to listen to a song about a leaking bucket. What can
one do to fix a bucket with a hole? Have students brainstorm and write the most useful
tips.
2. Tell students that in the song Henry tells Liza about his leaking bucket and she tries
to help him with ideas on how to fix it. But every time Liza gives him a tip, another
problem arises, so Liza gives him another tip, and another problem arises, and so on.
Divide the class into two. One side is Henry and the other is Liza. Every time Liza
offers a solution, there is another problem. Have them voice the dialogue out.
3. Tell students they will now listen to the song about Henry and Liza. Are the never-
ending chain of problems and solutions in the song similar to the ones in the class?
1. Play the song and ask students to put the jumbled stanzas in order.
Dear Henry, cut it.
Dear Liza, dear Liza?
Dear Liza, with what?
Dear Henry, sharpen it!
There's a hole in my bucket

40
There's a hole in my bucket,
Dear Liza, a hole.
Dear Henry, with straw.
Dear Henry, fix it.
Dear Henry, wet it.
Dear Liza, too long.
Dear Liza, too blunt.
Dear Liza, too dry.

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Dear Liza, a hole.
2. Tell students to listen to the song and to tick the key words below as they hear them.
They may appear more than once so some words may have many ticks!
____straw ____knife ____stone ____hole ____bucket _______fix
____dry ____blunt ________dear __long __sharpen __wet
3. Have students listen to the song again and number the key words in the box above
as they hear them.
4. Tell students to look at the words in the box, the ticks and the numbers they put
down and to think of the following: How does the song start and end? Do they notice
anything in particular? Tell students that the song evidences an infinite loophole motif,
which means that there is no way out of a situation, like a “vicious circle”.
To better explain how an “infinite loophole works” write the following dotted text on the
board and complete it together with your students.
To fix the leaky… (bucket), Henry and Liza need… (straw). To cut straw, they need
an… (axe). To sharpen the blunt knife, they need a… (stone). To wet the dry stone,
they need … (water). But they can only get water in a… (bucket) and the one bucket
they have got has a… (hole). So, to fix the leaky bucket, Henry and Liza…
This activity can be done as a pre-listening activity if the teacher wants to work with
deduction rather than with induction.
5. Draw students’ attention to the fact that the song is a dialogue or exchange between
Liza and Henry. Tell them to identify who says the following lines, Liza (L) or Henry (H).
You can play the song again if necessary.
1. “There is a hole in my bucket” (H)
2. “With a straw” (L)
3. “With what shall I fix it?” (H)
4. “Straw is too long” (H)
5. “The knife is too blunt” (H)

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6. “Cut the straw” (L)
7. “Sharpen the knife with a stone” (L)
8. “The stone is too dry” (H)
9. “Wet the stone with water” (L)
10. “I can’t hold water in my leaky bucket” (H)
1. Tell students to work in groups. Each member chooses one of the key elements in
the song (leaky bucket, straw, axe, stone, water) to draw on a card. Then the teacher
gathers all the cards and students sit in a circle. The teacher or any student picks a
card and students start singing the song from that element in the infinite loophole. They
can repeat this as many times as they want.
2. Play the “memory challenger game”. Sit all students in a circle and choose any two
students to come to the centre. The two students substitute their names for those of
“Henry” and “Liza” and they sing the song. They sing to each other up until one of them
gets lost and another couple starts signing. Alternatively, the class is divided into two
groups, each group standing behind the two chosen students and singing together with
them.
3. You can also tell your students to play charades. All students may remain sat in a
circle while students take in turns to come to the centre. Each student at the centre
mimics a certain part of the song and the rest sing it.
4. Ask students if they know any infinite loophole song in Spanish. They can sing it!
Activities for Song Nº 8: “Twinkle, twinkle little star”
1. Ask students how much they like stars and how much they know about them. How
many names of stars do they know, where are they positioned?

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2. Tell them to share with the rest of the class how many songs or poems about stars
they know.
3. Share with your students that "Twinkle, Twinkle, Little Star" is a very popular
English nursery rhyme. The lyrics are from an early nineteenth-century English poem,
"The Star" by Jane Taylor and it is often sung to the tune of the French melody "Ah!
vous dirai-je, Maman", which dates from the 1760s. What is very curious is that
Mozart wrote twelve variations on ‘Ah! Vous dirai-je, Maman’!
1. Tell your students that the English lyrics for “Twinkle, Twinkle, Little Star” have
actually got five stanzas, although only the first one is widely known or sung; and
sometimes a second stanza which parodies the first is added. Tell students to listen to
the song and to identify if this version is the long one, the short one or the parodied
one.
2. Once students know that they will listen to the parodied version, work with each
stanza at a time. Tell students to listen to stanza one and to fill in the blanks with the
words in the box.
wonder little star twinkle up sky
Twinkle, ________, little ___________,
_____ above the world so high,
Like a diamond in the ________.
Twinkle, twinkle, __________star,
How I __________ what you are!
3. Ask students to listen to the first stanza again, and to draw the star as they imagine
it. They should draw it on the left side of their page.

44
4. Tell students that they will now listen to the second stanza of the song, which
parodies the first one. They will read the original words between brackets and they will
write down the words they hear in the blank spaces next to them. They may also want
to know that the parody “Twinkle, Twinkle Little Bat” is recited by the famous Mad
Hatter during the mad tea party in Lewis Carroll’s Alice’s Adventures in Wonderland.
Twinkle, twinkle, little (star) ______.
Up above the world so high
Like a (tea-tray) ____________ in the sky.
Twinkle, twinkle, little (star) ________.
How I wonder what you´re ______!
5. Ask students how much they know about bats: what are they like? To which of the
animal groups do they belong? Where do they live? What do they eat? Also ask them
how they imagine the bat in the song.
1. If your students ask about the longer version of the song, or the original poem by
sisters Anne and Jane Taylor (1806), you may read it to them out loud.
Twinkle, twinkle, little star,
How I wonder what you are!
Up above the world so high,
Like a diamond in the sky!
When the blazing sun is gone,
When he nothing shines upon,
Then you show your little light,
Twinkle, twinkle, all the night.
Then the traveler in the dark,
Thanks you for your tiny spark,
He could not see which way to go,
If you did not twinkle so.

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In the dark blue sky you keep,
And often through my curtains peep,
For you never shut your eye,
Till the sun is in the sky.
As your bright and tiny spark,
Lights the traveler in the dark,—
Though I know not what you are,
Twinkle, twinkle, little star.
2. You can ask your students to sing the whole poem/song to the tune of the song they
are already familiar with.
3. Students may also choose to illustrate each of the stanzas of the poem/song
focusing on all the elements of nature described there.
4. Students and teacher may work together on a sixth stanza for the poem/ song and
explore other elements of nature not present there.
Activities for Song Nº 9: “Happy birthday”
1. Tell students that you are going to work with the “Happy Birthday” song in English.
What is the song like in Spanish? What is its tune like? Ask them to sing it out loud.
2. Ask students about their birthdays. You may all draw a birthday-calendar poster.
While you do the task, you can talk about birthday traditions in Argentina: what we do
on the day, what we sing, what we eat, how we celebrate, how people greet us, etc.
3. Imagine with your students what an ideal birthday party would be like. They should
think about a perfect place, music, entertainment, games, food, special guests, etc.
They can also do this activity in groups and then share with the rest of the class.

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4. Tell students that many cultures share the tradition of celebrating birthdays and
singing the happy birthday song, generally to the same tune and the same lyrics. Here
are some songs and the names of the countries in which they are sung. Have students
match both.
Country Song
1) Arabic countries
2) Argentina and Uruguay
3) Brazil
4) Canada
5) China
6) France
7) Germany
8) Greece
9) Italy
a) Happy Birthday & Bonne fête à toi
(Quebec)
b) Sana helwa ya gameel
c) Que los cumplas feliz
d) Parabéns pra você
e) Zhu ni shengri kuaile (祝你生日快乐)
f) Joyeux anniversaire
g) Zum Geburtstag viel Glück
h) Να ζήσεις και χρόνια πολλά (Na zisis ke
hronia polla)
i) Tanti auguri a te"
Key: 1-b; 2-c; 3-d; 4-a; 5-e; 6-f; 7-g; 8-h; 9-i.
1. Tell students that the tune of the "Happy Birthday to You" comes from the song
"Good Morning to All", which was written and composed by the American sisters and
kindergarten teachers Patty Hill and Mildred J. Hill in the 1890s but the song (lyrics and
melody) first appeared in print in 1912. It is said that this very song has been
translated into several languages and is sung worldwide.

47
2. Divide the class into groups for a singing contest. As you point to each group they
sing the song out loud in the language assigned (English or Spanish).
Happy birthday, happy birthday,
Happy birthday to you!
3. Tell students to work in groups. They choose a famous footballer, a TV diva, a
cartoon character and they plan the “perfect birthday party” for each of them.
Alternatively, teacher and students work all together on the same activity.
1. Tell students that there are alternative versions to the birthday song in English but
the most well-known and ordinary one is “For he’s a jolly good fellow”. There are two
versions, the British and the American/Australian:
American version
For he's a jolly good fellow, for he's a jolly good fellow
For he's a jolly good fellow, which nobody can deny
Which nobody can deny, which nobody can deny!
British and Australian version
For he's a jolly good fellow, for he's a jolly good fellow
For he's a jolly good fellow, and so say all of us
2. Ask students what alternative songs to “Que los cumplas feliz” there are in Spanish
and have them sing it out loud.
Activities for Song Nº 10: “I´m a little tea-pot”

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1. Tell students that “I’m a little tea-pot”, also known as “The Teapot Song”, describes
the heating and pouring of a teapot. The nursery rhyme is quite current since it was
written in 1939 by Clarence Kelley, a dance teacher for children; most probably, that is
why the song includes dance motions and/or pantomime between brackets. So singing
the song implies imitating a teapot, tipping and dancing!
2. You may bring a picture of a teapot or ask students to draw a steaming teapot on the
board. Draw arrows from the teapot’s handle, spout, tip and steam and write the words
down.
1. Tell students to listen to the first stanza of the song and to put the jumbled lines in
order.
__When I get all steamed up, hear me shout.
__Here is my handle [one hand on hip],
__I'm a little teapot, short and stout.
__here is my spout [other arm out straight]
__Just tip me over and pour me out!
2. Play the song again and ask students to circle the right word.
I'm a little teapot, short/long and stout.
Here is my handle/hand [one hand on hip],
here is my spout/mouth [other arm out straight]
When I get all steamed up, hear me shout/sing.
Just tip me over/in and pour me out!
3. Play the song again and have students sing the song as they pantomime what the
song tips. Alternatively, you can divide the class into two and while one group sings,
the other pantomimes.

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4. Tell students to listen to the second stanza and to fill in the blanks with the words in
the box.
show true teapot handle spout tip pour
I'm a special _________, yes it's _________.
Here let me _________ you what I can do.
I can change my _________ and my _______ [switch arm positions and repeat tipping
motion]
Just ___________ me over and __________ me out!
5. Students sing the second stanza out loud as they pantomime it. You can also divide
the class into groups and organise a singing and tipping contest.
6. Teacher and students work together on a third stanza to the song. What can else
can the teapot say and do?
1. Students can work in pairs or in groups. They imagine they are the teapot. What
does it do every day? What is life like? How much work has it got to do?
2. Ask students if they have seen any cartoons or animated films for children in which
there were speaking teapots. What were they like? How different were they from the
teapot in the song?
Activities for Song Nº 11: “Hickory, dickory, dock”
1. Tell students that “Hickory, dickory dock” is an action rhyme in which children are
expected to mimic the sound of a clock chiming. The song is aimed to help children tell

50
time. However, the nursery rhyme in the song book is a shortened version of the
original. For the full version of the song, refer to the after-listening activities.
2. If your students ask you about the words “hickory”, “dickory” and “dock”, you may
want to tell them that a “hickory” is a nut and that a “dock” is a species plant. Students
may want to know that these words are chosen simply because of how they sound
(“hickory” and “dickory” are placed together for rhyming purposes, since they make no
sense together: “dickory” and “dock” are placed together for alliterative purposes, and
“dock” is placed at the end to rhyme with “clock”.
1. Tell students to listen to the whole song and complete the missing letters.
H_ck_ry, d_ck_ry, d_ck!
The mouse ran up the cl_ck;
The clock str_ck one,
The mouse r_n d_wn,
H_ckory, d_ckory, d_ck!
The mouse ran _p the clock;
The clock struck _ne,
The mouse ran down,
Hickory, dickory,
Hickory, dickory,
H_ckory, d_ckory, d_ck
2. Tell students to listen to the song again and work with them with total physical
response.
3. Divide the class into two and have each group sing the song as they listen to it.
Repeat this a couple of times. Then ask each group to engage in a singing competition.
Each group will sing the song by themselves. Who is the most passionate singer?
4. Tell students to listen to the song again and to draw what they “see” in their mind’s
eye.

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1. Teachers wanting to introduce or recycle time in English might as well feel tempted
to use the extended version of the song.
Hickory Dickory Dock,
The mouse ran up the clock.
The mouse ran down!
Hickory Dickory Dock.
The bird looked at the clock,
The clock struck two 2,
Away she flew,
Hickory Dickory Dock
The dog barked at the clock,
The clock struck three 3,
Fiddle-de-dee,
Hickory Dickory Dock!
The bear slept by the clock,
The clock struck four 4,
He ran out the door,
The bee buzzed round the clock,
The clock struck five 5,
She went to her hive,
The hen pecked at the clock,

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The clock struck six 6,
Oh, fiddle-sticks,
The cat ran round the clock,
The clock struck seven 7,
She wanted to get 'em,
The horse jumped over the clock,
The clock struck eight 8,
He ate some cake,
The cow danced on the clock,
The clock struck nine 9,
She felt so fine,
The pig oinked at the clock,
The clock struck ten 10,
She did it again,
The duck quacked at the clock
The clock struck eleven 11,
The duck said 'oh heavens!'
The mouse ran up the clock
The clock struck noon

53
He's here too soon!
2. This song is also useful to recycle animal sounds (onomatopoeic sounds), animals
and the animal kingdom, simple action verbs, etc.
3. The song also works with total physical response so teachers can make the most of
it having student pantomime each stanza.
4. The song is very visual, almost cinematic so teachers may also use each stanza for
telling or illustration. Alternatively, the teacher may show key pictures to students (for
instance, of a horse, a mouse, a duck, etc. and some students may sing the stanza out
loud while others pantomime it).
5. Students can also work on textual intervention adding lines to their favourite stanzas,
thus changing the events there.
6. Teacher and students may also choose any two animals and have them engage in a
conversation or dialogue.
Activities for Song Nº 12: “Mary had a little lamb”
1. Ask students to think of their favourite animal for a pet (or their own pet) to live
in a big city. Tell them to draw their animal and to give it a name.
2. Students work in groups and introduce their animals to the others.
3. Students discuss where they can or can’t go with their animals:
- to the street –to the park –to the cinema –to the supermarket –to the shopping
mall –to school –to the vet –to the beach –to the garden
4. Each student decides which of these places is the craziest to take their animal
and draws the pet there. Then students vote for the craziest place.

54
5. Ask students to work in pairs and to imagine they are living on a farm. Which
animals can they have for pets? Rank them from the most to the least favourite
(1-9).
__a cow __a chicken __a hen
__a duck __a pig __a sheep
__a lamb __a horse __a goose
6. Tell students they will listen to a song about a girl, a pet and a crazy place for
an animal to go. Ask them to listen to the song and find out:
a) What is the name of the girl?
b) What animal has she got for a pet?
c) Where does her pet go?
Ask students to share their findings with the rest.
1. Students work in pairs. They will listen to each stanza of the song a couple of times
and do a set of activities:
a) Listen to stanza one and fill in the blanks
____ had a little lamb
Little lamb, ____ lamb,
Mary had a little ____,
Its fleece was _____ as snow
b) Listen to stanza two and circle the right word:
And everywhere that Mary went/spent,
Larry/Mary went, Mary went,
And everywhere that/cat Mary went
The lamb/cow was sure to go.
It followed her to school one day/stay

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School one day, school/pool one day
Which was against the rules/schools.
c) Listen to stanza three and put the lines in order (1-4):
__ to see a lamb at school.
__It made the children laugh and play,
__It made the children laugh and play
__ Laugh and play, laugh and play,
2. Students work in groups. Each group is assigned a stanza and they decide how to
dramatise it (e.g. with a performance or a frozen plateau). After practising, the teacher
plays the song and each group performs their stanza.
3. Students engage in a singing contest. Divide the class into a few groups of singers
and a group of judges. Each group sings the song and the judges decide who
performed best.
1. Students decide who may have said these words
a) Mary
b) the lamb
c) the children at school.
__ “Oh, no! Mum will be angry!”
__ “Whose is this pet?”
__ “Where am I? This place is so big!”
__ “This is really funny!”
__ “I want to be with her!”
2. In small groups, students create other expressions for the rest of the class to decide
who may have said them.
E.g. “This is really NOT funny”

56
“I’m having such a nice time!”
“I wish I was home”
3. Tell students to work in pairs and to imagine they are Mary. What does she write in
her
diary at night? They can write everything that happened at school that day and how
she
felt. Welcome any other ideas.
4. Students work in groups. This time they imagine they are the lamb. They describe
what
they see at Mary’s school.
5. Ask students to change the ending of the song. How would they like the song to
end?
6. Tell students to rewrite the song to talk about themselves. They may substitute the
name of the girl, the pet and the place where the pet went. They may also add more
information to compose their own song! You can organise a talent show for students to
share their songs.
“Oh, where, oh, where has my little dog gone?”
1. You may want to tell students that the nursery rhyme "Der Deitcher's Dog", its
original title in German dialect, or "Oh, where has my little dog gone", springs from the
first verse of a much longer song that German writer Franz Winner set to the German
folk tune "Im Lauterbach hab'ich mein' Strumpf verlorn" in the 1860s. This song
recorded massive sales during Winner's lifetime. Another of Winner's best-remembered
songs is the famous "Ten Little Indians", originally published in 1864.

57
2. Students may work with this song after working with nursery rhyme number 4. “How
much is that doggie in the window”. If you have already worked with the song you can
recycle everything done in the pre-listening activities to that song (what dogs are like,
how many breeds there are, why dogs are good for pets, etc) and you can now discuss
whether or not the statement that “dogs are men’s best friends” is true. To support this,
students may refer to their own anecdotes and experiences with dogs.
1. Tell students to listen to the song a couple of times and to fill in the blanks.
Oh, _______, oh, where has my l______ dog ______?
Oh, where, oh, where can he be?
With his ______ so _______ and his _________ so ________,
Oh, where, oh, where is he?
2. Ask students to listen to the song again and to identify:
a) The problem the speaker has
b) How the speaker feels.
3. Tell students to imagine they are the child whose dog got lost. In groups they work
on a leaflet or flyer on the missing dog. They can draw the dog, describe it, and even
offer a reward!
1. Students can work in pairs or groups independently or the whole class guided by the
teacher on the diary of the child whose dog got lost. How does he think the dog got
lost? What happened on that day? How does he feel? What can he do to find it?
2. Students work in groups. They imagine they are the dog’s search group. They
should design a search plan. Where are they going to go looking for it? Who are they
going to contact? What steps should they follow?

58
3. Ask students if they have ever lost a dog or pet or if they know of anyone who went
through the experience. How did they feel? What happened? How did they dog get
lost? Was it ever found?
Activities for Song Nº 14: “Yankee Doodle”
1. You may want to tell your students that "Yankee Doodle" is a well-known Anglo-
American song, which dates back to 1770s, still sung patriotically in the United States,
especially in Connecticut where it serves as some sort of anthem. The tune of the song
is said to come from the nursery rhyme “Lucy Locket”.
2. Just as you did with the term “Indian” in the song “Ten Little Indians”, you may point
out to students that the term “Yankee” is considered politically incorrect and that, in
fact, Americans regard the term as offensive or pejorative.
3. You may also choose to explain the terms “doodle” and “macaroni” in the song to
students for them to better grasp meaning; regardless the current meaning of both
terms, back in the 1770s, “doodle” meant “fool” or a “simpleton” and “macaroni” meant,
not the pasta, but dressed in a very fancy Italian fashion, which at the time meant that
the person had a very good social standing. Knowing this may be essential to students’
understanding the tone of the song.
4. You can ask students what they think of people who pretend to be something they
are not. Can they think of any famous character on TV, or in films, or in society in
general, who pretends to be what they are not?
1. Ask students to listen to the first stanza of the song and to circle the right choice.

59
Yankee Doodle went/was sent to town
Climbing/Riding on a pony
Stuck a feather in his hat/cap
And called/named it macaroni.
2. Ask students to re-read the stanza and to pick out words that show that the man
described pretends to be something that he is not. You can guide them by asking
leading questions such as: What is the man riding? Why did the man stick a feather in
his hat? Is the man’s hat very fancy and expensive?
3. Discuss with students whether or not the song criticises or makes fun of the man
described. Tell students to work in pairs or in groups and to draw the man in the song
to match its ironic or critical tone.
4. Tell students to listen to the second stanza and to put the lines in the order they hear
them.
__And with the girls be handy
__Yankee Doodle, keep it up
__Yankee Doodle dandy
__Mind the music and the step
5. Play the stanza again and ask students the following questions:
a) Why is the Yankee Doodle always “keeping it up”? Is he not truly fashionable?
b) Does Yankee Doodle really look like a “dandy” or an upper class man?
c) Why does he “mind the step”? Does he not walk like a true gentleman?
d) Why is he “handy” with the girls? What impression does he want to make?
After discussing this, you may draw students’ attention to the fact that this stanza is
also very ironic and very critical of the man’s fake attitude.
6. Ask students to listen to the stanza again and to match the following statements with
the right verse in the stanza.
1) Yankee Doodle is always thinking of his appearance.
2) Yankee Doodle wants to look like a very fashionable man.
3) Yankee Doodle wants to appeal to women.
4) Yankee Doodle is always pretending to be what he is not.

60
7. Play the whole song and ask students to impersonate Yankee Doodle. Students can
take it in turns to mimic everything they hear in the song. Who is the funniest Yankee
Doodle?
1. Tell students to imagine they are journalists and they have to interview the “Yankee
Doodle” as a very important celebrity. What do they ask him? What do they want to
know about him? Work with the whole class and write the questions down on the
board.
2. You can then ask students to choose someone in the class to be the “Yankee
Doodle”. Then hot-seat the character. Tell students to use the questions on the board
and any other question they may want to ask the character.
3. Students may work in groups or the whole class guided by the teacher. They
imagine they are the man in the song. What does he write down in his personal diary?
How does he see himself? What does he think of himself? Tell students to write a diary
entry on this. Then tell them to imagine that the man has found out about the song
everybody sings about him. How does he feel? Tell students to write another diary
entry exploring those feelings.
“Five green bottles standing on a wall”
1. You may tell students that the song “Five Green Bottles…” in the songbook is a
shortened version of the popular British song for children “Ten Green Bottles Standing
on a Wall”. There are also variants in which “hanging” or “sitting” substitute for
“standing”. The song is mainly a single line or verse repeated, each time with a
decreasing number of bottles. Just as in the case of the song “Ten Little Indians”, song

61
Number One in this booklet, you can use the song to introduce, practice or recycle
numbers.
2. Draw five green bottles standing on a wall on the board. Count them out loud
together with your students. Play the song, and as each bottle falls, erase one. Have
students sing the song as you do this.
1. Play the first stanza and have students write each line in the right order.
the wall five green bottles hanging on.
hanging five green on the wall bottles.
accident’ly and if one bottle should fall green,
there'll be four green hanging on the wall bottles.
2. Play the second stanza and ask students to put the lines in the right order.
__Four green bottles hanging on the wall.
__There’ll be three green bottles hanging on the wall.
__Four green bottles hanging on the wall.
__And if one green bottle should accident’ly fall,
3. Play the third stanza and tell students to fill in the blanks.
____ green bottles _______ on the wall.
____green bottles hanging on the wall.
And if one green bottle should ________ fall,
There’ll be _________green bottles hanging on the ______.
4. Play the fourth and fifth stanzas and tell students to fill out the missing letters.
T_o green bottles han_in_ on the wall.
T_o green bottles hanging on the _all.
And if one green bottle should _ccident’ly _all,

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There’ll be one green bottle hanging on the wall.
_ne green _ottle hanging on the wall.
On_ green bottle hanging on the _all.
And if one _reen _ottle _hould accident’ly fall,
There’ll be no green bottles _anging on the wall.
1. Ask students if they know any versions of this song in Spanish. Tell them to share
their versions with the class.
2. Sing the song out loud as many times as you want. Each time substitute other
elements for the bottles.
Activities for Song Nº 16: “Cockles and mussels”
1. Bring a map of Ireland to the class and show them where Dublin is located. Tell
them that in Dublin there are a lot of fishmonger villages by the sea in which people live
on fishing.
2. Students decide what fishmongers do every day ticking or crossing the following
sentences:
__wake up very early __sleep until midday __drive a car __drive a wheelbarrow
__sell fruit and vegetables __sell cockles and mussels __ go fishing __go
shopping
__row their boats __take a bus to work __sell fish __relax on their boats

63
3. Students work in pairs and they complete a chart about what the advantages and
disadvantages of being a fishmonger are.
4. Ask students how they feel about ghosts. Tell them to describe what ghosts are like.
They may also draw ghosts as they imagine them.
5. Tell students they will listen to a song about a special ghost, Sweet Molly Malone.
Ask them to pay attention to the song and to find information about:
a) In what city did Molly Malone live?
b) What did Molly Malone drive?
c) What fish did Molly Malone sell?
d) What did Molly’s father and mother do for a living?
6. Ask students to work in groups and to decide what type of ghost Molly Malone is.
Are they afraid of her? Why? Why not?
1. Play stanza one a few times and ask students to fill in the blanks.
In _________'s fair city
Where girls are so ________
'Twas there I first _____ with
Sweet Molly Malone.
2. Ask students to work in pairs and to write down what the voice of the song and
Molly Malone said to each other when they first met.
3. Play stanzas two and three and tell students to correct the misspelt words.
a) She drove a barrowwheel
b) hrough settres broad and narrow
c) Crying, "Cockles and mussels,
d) Alive, alive-o"

64
e) Alive, alive-o
f) iveal, alive-o
g) Crying, "lescock and sselsmu,
h) Alive, alive-o"
4. Ask students to work in pairs and to match what Molly Malone is thinking to the
lines (a-h) in two and three stanzas above.
-“These fish can’t stop moving!”
-“I only sell two types of fish”
-“I’m tired of going along so many roads”
-“Can anybody hear me?”
-“I’m a good driver!”
5. Play stanzas four, five and six and ask students to put them in the order they
hear them.
Alive, alive-o
Alive, alive-o
Alive, alive-o”
She was a fishmonger
And that was no wonder,
Her father and mother
Were fishmongers, too.
They drove wheelbarrows
Alive, alive-o"
6. Students work in groups. They act out a typical working day of Molly Malone and her
parents.
7. Play the last three stanzas of the song and tell students to put the underlined lines in
the right order.

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of the fever she died
And nothing could save her
And that was the end of
Molly Poor Malone
But her ghost barrow drives her
Crying, "mussels and Cockles,
Alive, alive-o"
Alive, alive-o
Alive, alive-o
Alive, alive-o"
8. Ask students to work in pairs and to imagine that one of them is the ghost of Molly
Malone and the other one is a reporter. What questions and answers would make an
interesting interview? Tell them to write them down and to get ready to perform the
interview.
1. Tell students to find out about fishmonger villages in Argentina. How different are
the people living there from Molly and her family? What do fishmongers in
Argentina do every day? Students write down a brief news report about them.
2. Students work in groups. They imagine they are film directors who want to tell the
story of Molly Malone. Who do they cast for the leading roles of the film? Where
will the film be set? What songs will they play in the film?
3. Ask students to think of poor Molly Malone. Is she a bad ghost? Would they be
afraid of her? How do they think she feels? What could be the advantages and
disadvantages of being a ghost?
4. Tell students that the song of Molly Malone reflects how difficult life was for
people in the seventeenth century who died of “the fever” or “the Plague”. What
similar health problems affect different populations around the world today? What

66
about other threats (not related with health issues)? In which ways is the situation
of these populations nowadays similar to/different from that in the seventeenth
century? Encourage students to resort to informative sources and do some
research. In groups, as homework, or as a whole class activity, students can
create a poster summarizing their findings and conclusions.
Activities for Song Number 17: “Go tell Aunt Rhodie”
1. You may want to tell your students that “Tell Aunt Rhodie" is an American folk song,
but the tune is from a French opera by Rousseau called "Le Devin du Village" which
dates from 1752.
2. Tell students they will listen to a song about “Aunt Rhodie”. You can use this song to
recycle names of people in the family. Ask students to define or explain “aunt” in their
own words. Ask students to say the name of their favourite aunt out loud and to say
why.
3. Ask students to think of an aunt of theirs who has a special pet and tell them to
describe the pet. When they have finished sharing with the group, tell them that they
will listen to a song about an Aunt with a pet. Tell them to listen to the song and to find
out: a) what the name of the aunt is b) what farm animal the aunt had c) what
happened to the animal.

67
1. Play the song again and ask students to choose the right word.
Go/Goat tell Aunt Rhodie,
Go tell/sell Aunt Rhodie,
Go tell Aunt/Ant Rhodie
Her old/sold gray goose is red/dead.
2. Ask students to fill in the blanks as they listen to the second stanza.
The ______ she's been saving,
The one she's been ________,
The one she's _________ saving
To start her ________ bed.
3. Tell students to listen to the next stanza and to correct the mistakes.
She lied last Friday,
She died last Wednesday,
She died past Friday
A-standing on her legs.
4. Tell students to listen to the next stanza and to fill in the blanks with the words in the
box.
mother –are -dead -weeping -goslings -because
The ________ are weeping,
The goslings are _________,
The goslings _____ weeping,
________ their ________'s __________.
5. Ask students to listen to the last stanza and to fill out the missing letters.
The _ander is _ourning,
The gander is m_urning,
The ga_der is mourning,
Because his _ife is _ead.

68
1. Tell students to imagine they are Aunt Rhodie. How does she feel? Why? What can
she do to make the goslings and the gander feel better?
2. You can use this song to practice the days of the week by means of substituting
Friday for other days.
3. You can also use the song to recycle vocabulary on animals by means of
substituting goose, gosling and gander.
Activities for Song Nº 18: “Frère Jacques”
1. Tell students to work in groups and to discuss what their favourite lullaby songs
are. Do they remember anyone by heart? Did their parents or family sing any
song for them to wake up?
2. They draw a chart and write down the name of each student and the lullaby
songs they remember and those their parents sang to wake them up.
3. Students analyse the information in the chart and find the song most of them
share. They write down the lyrics and illustrate it in a poster. All groups may
stick their posters on the classroom billboard.
4. Ask students if they know the song “Frère Jacques”. You can hum it or whistle it
a bit for them to be able to identify it. In what language have they heard it? Do
they know what it is about?
5. Tell students to listen to the song and to identify in which two languages the
song is sung.
1. Students listen to stanza 1 and put each of the jumbled lines in the right order.

69
Frère Jacques, Jacques frère,
vous dormez? vous dormez?
Sonnez les matines, les matines sonnez
Ding Ding Dong, Dong Ding Ding
2. Ask students if anyone understands French and if they know what the song says.
3. Students listen to stanza two and cross the wrong word.
Are you sleeping/skipping, are you eating/sleeping?
Brother Tom/John, Brother John/Don?
Morning bells are ringing/singing,
Morning bells are ringing
Ding, Ding Dong, Ding, Ding Dong
4. Tell students that the song “Frère Jacques” is a seventeenth century song which
describes the typical daily lives of friars, or Brothers, who had to wake up very early to
ring the bells of the village chapels. To many friars this was a big sacrifice. Ask
students to listen to the second stanza again and to discuss the following questions:
Does Bother John wake up early every morning? Is Brother John lazy or does he like
sleeping too much?
5. Divide the class into two sections. One group of students work in pairs and they
imagine they are Brother John on a very cold morning. What is he thinking? Does he
want to wake up? Why? How is he feeling? And they write it down inside some speech
bubbles. The other group of students also in pairs draws how Brother John feels early
in the morning. Ask the couples of writers and drawers to walk around the class to
match the drawings with the speech bubbles. Which matching is their favourite?
1. Tell students to work in groups. Hand out a set of different Spanish
versions/translations of the song. Tell them to rank them from the best (1) to the worst
(3) one. They should account for their choices.
Version I

70
Hermano Santiago, hermano Santiago,
¿Está durmiendo? ¿Está durmiendo?
¡Toque los maitines! ¡Toque los maitines!
Din, dan, don. Din, dan, don
Version II
Campanero, campanero
¿Duermes tú?, ¿duermes tú?
Toca las campanas, toca las campanas
Din, don, dan. Din, don, dan
Version III
Fray Jaime
Fray Jaime
¿Duerme usted?
¿Duerme usted?
Toque los maitines
Toque los maitines
Din, din, don
Din din don.
2. Ask students if they know any other Spanish version of the song “Frère Jacques”.
What is it like? Can they sing it out to the rest? Then the whole class chooses the best
Spanish version from the three versions above and the ones offered by students.
3. Divide the class into three groups. One group will sing the French stanza; the other
one will sing the English stanza and the remaining one will sing the Spanish version
chosen by the students. As the teacher claps, the groups will swap languages. They
may end all signing the whole song together.
4. Ask students if they speak any other (native or foreign) languages. Can they sing the
song in that language to the rest of the students?

71
5. You can play the song “Paper Back Writer” by the Beatles to your students and tell
them to try and find when the song “Frère Jacques” appears (it is sung by John
Lennon and George Harrison as background to one of the choruses).
6. Ask students to work in pairs and to discuss these questions: How do you feel very
early in the morning? What do your parents/siblings do to help you wake up?
Activities for Song Nº 19: “The farmer in the dell”
1. You may want to tell your students that "The Farmer in the Dell" is not only a
children's song, but also a nursery rhyme and a singing game. It is supposed to have
originated in Germany in the 1820s, as "Es fuhr ein Bau'r ins Holz,", and taken to North
America by immigrants. However, the song spread worldwide and it is today sung in
many languages with different cultural variations.
2. You may use this song after other songs dealing with farm life, such as “Old Mac
Donald Had a Farm”, in order to practise or recycle vocabulary.
3. You may also use this song to introduce or recycle information about life on farms.
Ask students how much they know about famers, what they do everyday, what their
lifestyle is like, what farmers look like, dress, etc. You can discuss this with the whole
class and fill out a chart on the board.
1. Tell students to listen to the song and to put the jumbled stanzas in the order in
which they hear them.

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